References

Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, Paris: OECD Publishing.

Avvisati, F., Hennessy, S., Kozma, R.B., & Vincent-Lancrin, S. (2013). Review of the Italian strategy for digital schools. OECD Education Working Papers, (90). Retrieved from http://www.oecd.org/edu/ceri/innovation%20strategy%20working%20paper%2090.pdf

Baran, E. (2014). A Review of Research on Mobile Learning in Teacher Education. Educational Technology & Society, 17 (4), 17–32.

Becker, A., Cummins, M., Freeman, A., & Rose, K. (2017). 2017 NMC Technology Outlook – Nordic Schools. Retrieved from http://cdn.nmc.org/media/2017-nmc-technology-outlook-nordic-schools-EN.pdf

Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. Abingdon: Routledge.

British Academic Written National Corpus. (2017). Retrieved from http://www.coventry.ac.uk/research/research-directories/current-projects/2015/british-academic-written-english-corpus-bawe/

British Council, Cambridge English and EAQUALS. (2016). Continuing Professional Development (CPD) frameworks for English language teachers – a joint statement by The British Council, Cambridge English and EAQUALS. Retrieved from http://www.cambridgeenglish.org/images/281857-cpd-frameworks-a-joint-statement-by-the-british-council-cambridge-english-and-eaquals.pdf

British Council Teacher Development Integrating ICT. (2017). Retrieved from https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/integrating-ict

British National Corpus. (2017). Retrieved from http://www.natcorp.ox.ac.uk/

Cambridge English. (2014). Cambridge English Teaching Framework. Retrieved from http://www.cambridgeenglish.org/images/172991-categories-and-components-cambridge-english-teaching-framework.pdf

Cambridge English. (2015a). ICELT: In-Service Certificate in English Language Teaching, Syllabus and Assessment Guidelines 2015. Retrieved from http://www.cambridgeenglish.org/images/21797-icelt-syllabus.pdf

Cambridge English. (2015b). DELTA: Diploma in Teaching English to Speakers of Other Languages. Retrieved from http://www.cambridgeenglish.org/images/22096-delta-syllabus.pdf

Cambridge English. (2017). CELTA: Certificate in Teaching English to Speakers of Other Languages. Retrieved from http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/

Cambridge Digital Framework. (2017). Retrieved from https://thedigitalteacher.com/framework

Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal95(3), 401-417.

Carrier, M., Damerow, R.M., & Bailey, K.M. (Eds.). (2017). Digital Language Learning and Teaching: Research, Theory, and Practice. New York: Routledge.

Chapelle, C.A., & Sauro, S. (Eds.) (2017). The Handbook of Technology in Second Language Teaching and Learning. Wiley-Blackwell.

Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63.

Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.

EAQUALS. (2016). Framework for Teacher Training and Development. Retrieved from https://www.eaquals.org/our-expertise/teacher-development/the-eaquals-framework-for-teacher-training-and-development/

Erasmus +. (2017). Apply for school staff mobility funding. Retrieved from https://erasmusplus.org.uk/apply-for-school-staff-mobility-funding

Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2014). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. Fives, Helen, and Gregoire Gill, Michele (Eds.) International Handbook of Research on Teacher Beliefs, pp. 403-418. Abingdon: Routledge.

European Profiling Grid. (2011). Retrieved from http://www.epg-project.eu/wp-content/uploads/The-EPG-PDF-publication_EN.pdf

European Schoolnet. (2013). Survey of Schools: ICT in Education. European

Schoolnet and University of Liège. Retrieved from http://www.eun.org/c/document_library/get_file?uuid=9be81a75-c868-4558-a777-862ecc8162a4&groupId=43887

Griffin, P. & Care, E. (Eds). (2015). Assessment and teaching of 21st century skills. Berlin: Springer.

Griffin, P., McGaw, B., & Care, E. (2012). Assessment and teaching of 21st century skills. Dordrecht: Springer.

Hockly, N. (2013). Designer Learning: The Teacher as Designer of Mobilebased Classroom Learning Experiences. Monterey, CA: The International Research Foundation for English. Accessed April 22 2017. Retrieved from

https://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning/designer-learning-the-teacher-as-designer-of-mobile-based-classroom-learning-experiences/

Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 26(3), 197-213

Jarvis, H. A., & Achilleos, M. (2013). From computer assisted language learning (CALL) to mobile assisted language use. Tesl-Ej, 16(4), 1-18.

Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., Kampylis, P., Vuorikari, R., & Punie, Y. (2014). Horizon Report Europe: 2014 Schools Edition. Luxembourg: Publications Office of the European Union, & Austin, Texas: The New Media Consortium.

Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile Pedagogy for English Language Teaching: A Guide for Teachers. The British Council. Retrieved from http://englishagenda.britishcouncil.org/research-papers/mobile-pedagogy-english-language-teaching-guide-teachers

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York: Routledge.

Lord, G., & Lomicka, L. (2014). Twitter as a tool to promote community among language teachers. Journal of Technology and Teacher Education, 22(2), 187-212.

Luís, A. R. (2016, June). MALL and second language teaching: Challenges for initial teacher education. In Information Systems and Technologies (CISTI), 11th Iberian Conference on Information Systems and Technologies, IEEE. Retrieved from http://ieeexplore.ieee.org/abstract/document/7521623/?reload=true

National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. Retrieved from https://www.nap.edu/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills

Pegrum, M. (2014). Mobile Learning: Languages, Literacies and Cultures. Basingstoke: Palgrave Macmillan.

Pennycook, A. (2010). Popular Cultures, Popular Languages, and Global Identities. In Coupland, N. (ed.) The Handbook of Language and Globalization. Chichester: Wiley Blackwell. pp. 592-607.

PNSD. (2015). Italian National Plan for Digital Education: Piano Nazionale Scuola Digitale. English version. Retrieved from http://www.istruzione.it/scuola_digitale/allegati/2016/pnsd_en.pdf

Purushotma, R. (2005). Commentary: You’re Not Studying You’re Just…, Language Learning and Technology, 9/1, 80–96.

Song, Y. (2011). What are the affordances and constraints of handheld devices for learning in higher education. British Journal of Educational Technology. 42(6), E163–E166.

Svartvik, J., & Leech, G. (2016). English – One Tongue, Many Voices. 2nd Edition. Basingstoke: Palgrave Macmillan.

The Digital Teacher. (2017a). The Cambridge English Digital Framework. BETA website. Retrieved from https://thedigitalteacher.com/

The Digital Teacher. (2017b). Learning from EdTech, Blog post: 30th March 2017. Retrieved from https://thedigitalteacher.com/blog/learning-from-edtech

Thornbury, S., & Meddings, L. (2001). The roaring in the chimney (or: what coursebooks are good for). Humanising Language Teaching3(5). Retrieved from http://www.hltmag.co.uk/sep01/sart8.htm

Trinity (2007). Diploma in TESOL. 2007 update to 2005 syllabus. Retrieved from http://www.trinitycollege.com/site/?id=202

Trinity (2016). CertTESOL. Certificate in Teaching English to Speakers of Other Languages, 2nd impression April 2016. Retrieved from http://www.trinitycollege.com/site/?id=201

Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). # TwitterforTeachers: The implications of Twitter as a self-directed professional development tool for K–12 teachers. Journal of Research on Technology in Education, 46(4), 396-413.

Voogt, J., & Pareja Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44, 299–321.

License

Icon for the Creative Commons Attribution-NonCommercial 4.0 International License

References by International Association for Mobile Learning is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

Share This Book